Learn More about the Bachelor of Science: Special Education and Teaching Program

The B.S.Ed. degree program in Special Education: Adapted Curriculum prepares candidates to acquire the professional knowledge, skills, and dispositions for establishing effective practice. Candidates who successfully complete this program and other requirements of the state certification agency (PSC) will be eligible for Georgia Level 4 certification. Teachers with certification in this area are infield to teach students in grades P-12 with disabilities who receive instruction using the adapted curriculum, as well as students in special education preschool (ages 3-5 years).

For more information, please see the Academic Catalog. A program map, which provides a guide for students to plan their course of study, is available for download in the Courses tab below.

This program prepares candidates to teach students with disabilities who attend preschool through high school programs, as well as preschoolers receiving special education services. Graduates sometimes choose other jobs in related social service areas or pursue teacher certification in additional areas of specialty at the graduate/post-baccalaureate level. The learning outcomes for the students who receive the Bachelor of Science in Special Education - Adapted Curriculum are taken from the Special Education Initial Content Standards and the Initial Knowledge and Skills Sets of the Council for Exceptional Children.

Career Opportunities

Link to Additional Career Information:
https://www.buzzfile.com/Major/Education External Resource

Program Location

Carrollton Campus

Method of Delivery

Most courses are delivered hybrid (partially online) or fully online with a small section of courses that are offered face to face.

Accreditation

The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

Credit and transfer

Total semester hours required: 123

This program may be earned more than 50% online but not entirely online - multiple campus visits are required (varying by course).

Save money

UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.

Details

  • Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
  • The more courses a student takes in a single term, the more they will typically save in fees and total cost.
  • Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
  • Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
  • Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
  • One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
  • For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website

There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.

Coursework

This describes the general course work required for this program.

Downloads

General

Introduction to the major dimensions of wellness with emphasis on behavioral and environmental factors influencing levels of personal and community health. Examination of concepts related to a variety of health topics, including fitness, nutrition, weight management, stress management, mental health, human sexuality, diseases, and substance abuse. Focus is on decision-making and personal responsibility for lifelong wellness.

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Major Required

Special Education courses in each block must be taken during the block shown in order to progress through the blocks.

An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.

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Hands-on technology integration techniques are provided, scaffolding from the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) integration of modern and emerging technologies into instructional practice, (3) classroom management in classrooms, computer labs and 21st century learning environments, (4) new designs for teaching and learning, and (5) enhanced pedagogical practices.

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A survey of the past and current literature available for use with the young child as well as the role literature should play in early literacy development. Field placement is required.

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An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.

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Course will provide undergraduate students with knowledge and skills to administer informal assessments to determine children's strengths and weaknesses in reading. Students will be able to analyze test results and prescribe reading strategies to help children advance through the reading process. Field experience required.

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An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners.

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Application and interpretation of formal and informal test measures designed for classroom evaluation of children.

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A study of the characteristics, nature and features of disabilities with emphasis on mild and moderate disabilities including etiology, definition, identification, age- and level-related characteristics, associated conditions, family/community issues, service needs and options, and resources. 'Best' teaching practices for this population will be examined. Students must earn a grade of "B" or better in SPED 3713 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019 for courses completed on or after that date.

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Theoretical formulations and practical applications of behavioral and instructional techniques, especially as they apply to classroom management and assisting students in developing pro-social behavior.

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Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This field experience supports coursework in the program in special education. Requires full time participation in a school setting for part of the semester.

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Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with disabilities typically engage. Requires full time participation in a school setting for part of the semester.

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This course entails the study and application of curriculum, methods, classroom organization, and management for students with mild disabilities.

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Coverage of ethical guidelines, policies, and procedures pertinent to teachers who provide special education services, including current laws, ethical standards, federal and state regulations, individualized education programs, and transition planning. Must be taken concurrently with SPED 3713.

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A survey of the communication characteristics and needs of students with disabilities, including characteristics and acquisition of normal speech and language, variations of speech and language in students with disabilities, and relevant intervention strategies, materials, and resources. In addition, aspects related to instructional language, assistive technology for students with mild disabilities, and implications of cultural/linguistic diversity for language, technology, and educational programs will be discussed.

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Covers various collaborative roles required of service providers in education, with an emphasis on team interaction and meeting the needs of students with special needs in inclusion settings.

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This course includes the study and application of advanced curriculum and instructional methods for students with mild disabilities in the content areas.

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Teaching one semester in the public schools under the supervision of an experienced qualified classroom teacher on the level and in the field of intended certification. A student teaching seminar (SPED 4789) accompanies student teaching. Application for field experience required prior to enrollment. Must be taken concurrently with SPED 4789. Requires completion of Blocks I-III or permission of instructor.

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Information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served. Requires completion of Blocks I-III or permission of instructor; must be taken concurrently with SPED 4786.

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Major Required (Adapted)

Special Education courses in each block must be taken during the block shown in order to progress through the blocks.

An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.

View Instructors, Syllabi and Other Details

Hands-on technology integration techniques are provided, scaffolding from the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) integration of modern and emerging technologies into instructional practice, (3) classroom management in classrooms, computer labs and 21st century learning environments, (4) new designs for teaching and learning, and (5) enhanced pedagogical practices.

View Instructors, Syllabi and Other Details

A survey of the past and current literature available for use with the young child as well as the role literature should play in early literacy development. Field placement is required.

View Instructors, Syllabi and Other Details

An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.

View Instructors, Syllabi and Other Details

Course will provide undergraduate students with knowledge and skills to administer informal assessments to determine children's strengths and weaknesses in reading. Students will be able to analyze test results and prescribe reading strategies to help children advance through the reading process. Field experience required.

View Instructors, Syllabi and Other Details

An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners.

View Instructors, Syllabi and Other Details

A study of the characteristics and needs of persons with disabilities with a focus on P-12 students who have severe disabilities. Topics include etiology, definition, typical versus exceptional child development, identification, age- and level-related characteristics, associated conditions, family/community issues, service needs and options, and resources. "Best" teaching practices for these learners will be examined. Students must earn a grade of "B" or better in SPED 3700 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019 for courses completed on or after that date.

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This course examines underlying concepts, features, and uses of behavioral techniques for decreasing inappropriate behavior and increasing desirable skill levels of individuals with disabilities. Although course content is applicable to many groups, the focus is on youngsters with severe disabilities.

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Application and interpretation of formal and informal test measures designed for classroom evaluation of children. In addition to general information related to assessment in special education, this course focuses on youngsters with severe cognitive disabilities, those for whom Adapted Curriculum teacher certification is needed.

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This course provides students the opportunity to discuss the intersections between special education services and diverse educational settings. Students are required to engage in virtual observations (i.e., video field trips) in various school and related service settings (i.e., public, private, charter, urban, suburban, and rural). In addition, students receive the opportunity to dialogue with experienced professionals and reflect on their observational experiences with peers.

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Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This field experience supports coursework in the program in special education. Requires full time participation in a school setting for part of the semester.

View Instructors, Syllabi and Other Details

Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with disabilities typically engage. Requires full time participation in a school setting for part of the semester.

View Instructors, Syllabi and Other Details

An examination of curriculum and instructional strategies for students with severe disabilities. Topics to be addressed include planning and implementing instruction, connections with general education curricula, specialized curricula in relevant areas, specialized strategies for addressing specific needs, and evaluation of instruction. Children of preschool and elementary age will be the focus of this class, although much of the content applies across the lifespan.

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Coverage of ethical guidelines, policies, and procedures pertinent to teachers who provide special education services, including current laws, ethical standards, federal and state regulations, individualized education programs, and transition planning. Must be taken concurrently with SPED 3713.

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This course examines collaborative relationships involved in education of preschool and school age youngsters with severe disabilities. Specific topics include teaming models, working with related services and medical personnel, friendships and peer support, integrated therapy/education approaches, interactions with family members and community agencies, working with paraprofessionals, inclusion of individuals with severe disabilities into school and community settings, and the influence of cultural and community factors on interaction and collaboration.

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This course expands on an earlier Curriculum and Methods class to focus on planning, curriculum, instructional strategies, and management pertinent to secondary education and transition programming for learners with severe disabilities. Self-determination and self-advocacy are among the specific topics addressed.

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Teaching one semester in the public schools under the supervision of an experienced qualified classroom teacher on the level and in the field of intended certification. A student teaching seminar (SPED 4789) accompanies student teaching. Application for field experience required prior to enrollment. Must be taken concurrently with SPED 4789. Requires completion of Blocks I-III or permission of instructor.

View Instructors, Syllabi and Other Details

Information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served. Requires completion of Blocks I-III or permission of instructor; must be taken concurrently with SPED 4786.

View Instructors, Syllabi and Other Details

Morris Council, III Ph.D.

Morris Council, III Ph.D.

Associate Professor, Assistant Department Chair

Michelle Frazier Trotman Scott, Ph.D.

Michelle Frazier Trotman Scott, Ph.D.

Director Of Graduate Affairs and Professor of Special Education

Education Center
Room 175
Katy Green, Ph.D.

Katy Green, Ph.D.

Associate Professor, Interim Department Chair

John Ponder, Ph.D.

John Ponder, Ph.D.

Department Chair, Associate Professor

James Schwab, Ph.D.

James Schwab, Ph.D.

Assistant Professor, Curriculum Instruction Assessment Lead

Trina Fortner Wood, Ed.D.

Trina Fortner Wood, Ed.D.

Lecturer, Assistant Department Chair

Guidelines for Admittance

Each UWG online degree program has specific requirements that you must meet in order to enroll.

Program Specific Admittance Guidelines

  • Fall Semester Admittance Only.
  • Eligibility requirements for admission to teacher education for undergraduate programs include the following. Admission to the teacher education program is a prerequisite to enrollment in professional education courses.
  • After completion of core, students must be admitted into Teacher Education to continue into their Professional Education courses. For more information about admission into Teacher Education: Teacher Education Admission

Application Deadlines

Current Student Teacher Education admission deadlines: Teacher Education Admissions Deadlines

Admission Process Checklist

  1. Review Admission Requirements for the different programs and guides for specific populations (non-traditional, transfer, transient, home school, joint enrollment students, etc).
  2. Review important deadlines:
    • Fall semester: June 1 (undergrads)
  3. Complete online application
  4. Submit $40 non-refundable application fee
  5. Submit official documents:
    Request all official transcripts and test scores be sent directly to UWG from all colleges or universities attended. If a transcript is mailed to you, it cannot be treated as official if it has been opened. Save time by requesting transcripts be sent electronically.
    • Undergraduate & Graduate Applicants should send all official transcripts to:
         Office of Undergraduate Admissions, Murphy Building
         University of West Georgia
         1601 Maple Street
         Carrollton, GA 30118-4160
  6. Submit a Certificate of Immunization, if required. If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. See Immunizations Guidelines for more information.
  7. Check the status of your application
  8. For more information go to UWG Admission Deadlines

Contact

Advisement information: http://www.westga.edu/coeadvisement/

Specific dates for admissions (Undergraduates Only), go to: UWG Admission Deadlines

  • LO1-Candidates demonstrate knowledge and skills related to the Foundations of special education (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 1.)
  • LO2-Candidates demonstrate knowledge and skills related to Development and Characteristics of Learners (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 2.)
  • LO3-Candidates demonstrate knowledge and skills related to Individual Learning Differences of children with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 3.)
  • LO4-Candidates demonstrate knowledge and skills related to Instructional Strategies for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 4.)
  • LO5-Candidates demonstrate knowledge and skills related to providing appropriate Learning Environments and Social Interactions for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 5.)
  • LO6-Candidates demonstrate knowledge and skills related to understanding and enhancing Language skills of learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 6.)
  • LO7-Candidates demonstrate knowledge and skills related to Instructional Planning for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 7.)
  • LO8-Candidates demonstrate knowledge and skills related to Assessment of learners with disabilities (CEC Common Core and Individualized General Education specialization). (Also addresses INTASC Principle 8.)
  • LO9-Candidates demonstrate knowledge and skills related to Professional and Ethical Practice of special educators (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 9.)
  • L1O-Candidates demonstrate knowledge and skills related to Collaboration designed to enhance understanding of and services to learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 10.)
  • LO11-Candidates demonstrate their knowledge and skills related to effective instruction of learners with disabilities.
  • LO12-Candidates demonstrate appropriate professional dispositions.